This class has taught me numerous ways to improve my writing throughout my college experience and into my career. I have learned about types of writing and how to write through the use of genres. When working on my project about alcoholism I benefited from the genres and met the five goals that followed them.
Students will be able to compose for particular audiences and purposes.
Throughout my writing career I have learned that there are different reasons people write and different audiences they write for. In this class I have learned in more depth that the style of writing is very important when wanting to aim your writing at a specific group. In my own writing I chose to use the P.A.G.E. (Purpose, Audience, Genre, Engagement) tool. I choose to use this tool because it really concentrates on making sure you decide the purpose you want to get across and to whom, helps you choose the style of writing that is appropriate, and helps you find what will help make your piece engaging to read for the reader. For my project, I conducted and wrote a paper on my interview. Since my paper was about a psychologist and the writing she has to do in her field it was easy to aim my audiences by my topic. People most likely to read my topic were going to be psychology majors, psychologists, or english majors wanting to learn more about types of writings.
Students will be able to compose using language and conventions appropriate to genre.
I wrote a diary entry and wrote for “myself” through Sara’s voice, using words such as, “I”. I also made it personal by telling secrets and used words to exaggerate and get my reader’s attention. I began my entry with “Hello my name is Sara and I’m an alcoholic”. My goal was to show the reader the average daily life an unrecovered alcoholic, I did this by making it easy for the reader to read and understand. The tool I used to be successful in this goal was L.O.V.E. (Language, Organization, Voice, Evidence) and the characteristics and criteria chart.
Students will be able to read, select, and use evidence critically to formulate and support arguments.
When reading through all of the sources for my project I had to select information I wanted and found important and then form arguments off of them. I used FAQ-I sheets to accomplish this. They allowed me to organize my readings and information I wanted. It also made it easier to form a problem statement and organize my final project when the information was all right in front of me. Each FAQ-I sheet is organized and helps you know where you got each source from the citation blank. The four categories in which you fill information are: Facts, Arguments, Questions, and Integrations. This helped me know what I have already found and what I wanted to learn more about. FAQ-I sheets truly help you direct your paper. I wrote a timeline and the FAQ-I sheets helped me here the most out of all the other genres. It was very easy to pick the important information out and put it in the correct order. I used the resources as evidence and supported my arguments by doing so.
Students will be able to interpret and compose in a variety of media and print/non-print genres.
The tool I used for this course objective was C.R.A.P. (Contrast, Repetition, Alignment, Proximity). When writing all of my project genres/ media (both print and non print) I used C.R.A.P. For example, in my brochure I kept all my wordings aligned and made the font the same. I kept all the titles similar to one another and used colors for contrast. By using consistent font sizes and titles, I practiced repetition. I made sure it wasn’t too overwhelming to read and was professional. I also used the “Four Basic Principles” handout given in class about the importance of contrast, repetition, alignment, and proximity and followed their advice and examples. I did this in my brochure.
Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
Peer review sessions really helped me for the first time ever in this class. It not only helped me with the paper I was having edited but helped me with my future genres to not make the same mistake over and over again. It was helpful to hear others people’s opinions on my work and where I needed to add more information to make my points more clear. I often found myself subtracting unnecessary words or adding missing words. For example, I first wrote “makes me even want to write more” but then realized from peer review from Dr. Sherry and my peers that I could subtract the word “even” to make my point clearer. With peer review I was able to produce my absolute best possible final project and be confident with my work.
- Students will be able to compose for particular audiences and purposes.
Throughout my writing career I have learned that there are different reasons people write and different audiences they write for. In this class I have learned in more depth that the style of writing is very important when wanting to aim your writing at a specific group. In my own writing I chose to use the P.A.G.E. (Purpose, Audience, Genre, Engagement) tool. I choose to use this tool because it really concentrates on making sure you decide the purpose you want to get across and to whom, helps you choose the style of writing that is appropriate, and helps you find what will help make your piece engaging to read for the reader. For my project, I conducted and wrote a paper on my interview. Since my paper was about a psychologist and the writing she has to do in her field it was easy to aim my audiences by my topic. People most likely to read my topic were going to be psychology majors, psychologists, or english majors wanting to learn more about types of writings.- Students will be able to compose using language and conventions appropriate to genre.
I wrote a diary entry and wrote for “myself” through Sara’s voice, using words such as, “I”. I also made it personal by telling secrets and used words to exaggerate and get my reader’s attention. I began my entry with “Hello my name is Sara and I’m an alcoholic”. My goal was to show the reader the average daily life an unrecovered alcoholic, I did this by making it easy for the reader to read and understand. The tool I used to be successful in this goal was L.O.V.E. (Language, Organization, Voice, Evidence) and the characteristics and criteria chart.- Students will be able to read, select, and use evidence critically to formulate and support arguments.
When reading through all of the sources for my project I had to select information I wanted and found important and then form arguments off of them. I used FAQ-I sheets to accomplish this. They allowed me to organize my readings and information I wanted. It also made it easier to form a problem statement and organize my final project when the information was all right in front of me. Each FAQ-I sheet is organized and helps you know where you got each source from the citation blank. The four categories in which you fill information are: Facts, Arguments, Questions, and Integrations. This helped me know what I have already found and what I wanted to learn more about. FAQ-I sheets truly help you direct your paper. I wrote a timeline and the FAQ-I sheets helped me here the most out of all the other genres. It was very easy to pick the important information out and put it in the correct order. I used the resources as evidence and supported my arguments by doing so.- Students will be able to interpret and compose in a variety of media and print/non-print genres.
The tool I used for this course objective was C.R.A.P. (Contrast, Repetition, Alignment, Proximity). When writing all of my project genres/ media (both print and non print) I used C.R.A.P. For example, in my brochure I kept all my wordings aligned and made the font the same. I kept all the titles similar to one another and used colors for contrast. By using consistent font sizes and titles, I practiced repetition. I made sure it wasn’t too overwhelming to read and was professional. I also used the “Four Basic Principles” handout given in class about the importance of contrast, repetition, alignment, and proximity and followed their advice and examples. I did this in my brochure.- Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
Peer review sessions really helped me for the first time ever in this class. It not only helped me with the paper I was having edited but helped me with my future genres to not make the same mistake over and over again. It was helpful to hear others people’s opinions on my work and where I needed to add more information to make my points more clear. I often found myself subtracting unnecessary words or adding missing words. For example, I first wrote “makes me even want to write more” but then realized from peer review from Dr. Sherry and my peers that I could subtract the word “even” to make my point clearer. With peer review I was able to produce my absolute best possible final project and be confident with my work.